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dc.contributor.advisorEmerson, Michael W.
dc.contributor.advisorMacNeil, Angus J.
dc.creatorTaulton, Bryan T
dc.date.accessioned2017-02-05T05:43:58Z
dc.date.available2017-02-05T05:43:58Z
dc.date.createdDecember 2014
dc.date.issued2014-12
dc.date.submittedDecember 2014
dc.identifier.urihttp://hdl.handle.net/10657/1617
dc.description.abstractRetaining teachers, especially those new to the profession, continues to emerge as a problematic task that is plaguing public school systems throughout the United States. When teachers depart from the profession so quickly, educational systems become destabilized in their ability to provide students with high quality teaching and learning experiences. The principal’s role in implementing a formal campus mentorship program and conscientiously supporting beginning teachers has been found to significantly increase teacher retention. This study applied a mixed methods approach to explore the impact that campus beginning teacher mentorship programs and supportive school leadership practices have on teacher retention. Through utilizing perception based data collection instruments that yielded numerical generalizations and invaluable qualitative insight, the results of this study documented and highlighted the influential factors and pivotal role that campus principals play in teacher retention. Beginning teachers report feeling disillusioned and unfulfilled shortly after entering the profession, and formal mentoring programs provide beginning teachers with the supportive network necessary to withstand the inevitable new teacher challenges.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectBeginning Teacher Mentoring
dc.subjectAdministrative Support
dc.subjectSchool Leadership
dc.titleRetaining High Quality Teachers Through Mentorship And Support: The Principal's Role
dc.date.updated2017-02-05T05:43:58Z
dc.type.genreThesis
thesis.degree.nameDoctor of Education
thesis.degree.levelDoctoral
thesis.degree.disciplineProfessional Leadership
thesis.degree.grantorUniversity of Houston
thesis.degree.departmentEducational Leadership and Policy Studies, Department of
dc.contributor.committeeMemberBusch, Steven D.
dc.contributor.committeeMemberMcGlohn, Robin
dc.contributor.committeeMemberBorneman, Robert C.
dc.type.dcmiText
dc.format.digitalOriginborn digital
dc.description.departmentEducational Leadership and Policy Studies, Department of
thesis.degree.collegeCollege of Education


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